Cognitive load and academic performance in online learning: Evidence from undergraduate students

Abstract

The unprecedented growth of online education has transformed the higher education landscape, offering greater flexibility and access to students worldwide. However, the cognitive demands placed on learners in online environments are complex, potentially affecting academic performance. This paper investigates the relationship between cognitive load and academic performance in online learning among undergraduate students. Drawing upon Cognitive Load Theory (CLT), the study explores how intrinsic, extraneous, and germane load influence learning outcomes. Using empirical data collected from undergraduate learners, the research examines the factors contributing to cognitive overload and proposes instructional strategies for mitigating excessive load in virtual learning environments. The findings suggest that careful instructional design, technological scaffolding, and student support mechanisms can significantly reduce cognitive load and enhance academic performance in online education.